The four cases


Vejle, Denmark case (coordinated by VIFIN)

In Vejle the case focused on a kindergarten who wanted to create a new inclusive learning space for vulnerable children, such as refugee children. The case used the methods of action learning, co-creation development methods and pedagogical use of digital media in kindergarten education. In collaboration children, kindergarten educators, consultants and researcher explored the possibility to work with a flexible, digital sensory room. The primary target group was the kindergarten educators, aiming to give them new ways to work with digital medias and to help the kindergarten children develop resilience. This both in relation to strengthen the self perception of the children and their beliefs in them self and in relation to the use of technology, which is perceived as an even more relevant skill, and thereby part of resilience, in the future.

Even though, the kindergarten educators were the primary target group the case worked within a broader learning community framework. Children, consultants and researchers as well as the kindergarten educators learned and all took part in an experimenting, practice-based learning situation. Together they explored possibilities, reflected, developed and learned. The learning activities took place in the kindergarten, but also through online communication, sharing and reflection upon ideas and experiments carried out. The online communication takes place at Instagram to strengthen our use of senses through images and videos.

A further description of the case can be read in Danish here.


South Iceland case (coordinated by Háskólafélag Suðurlands)

The target group of the case were a newly formed consultant group, organized under the Association of Local Authorities in the South region (, where employees from different institution located throughout the south of Iceland, work together as a team of consultants for the residents of the municipalities located in the region.

The case focused on one of the purposes of the group, which is to inform the citizens of the region about possible funding for projects and to inform the citizens as well as tourists about various things such as sustainability and environmental issues. For example all municipalities in the South are dealing with the issue of tourists in one way or another. Some are working on how to strengthen the infrastructure, others on how to diverse the flow over time or even who to increase the number of tourists coming their way, as not all areas are dealing with overflow. All the different issues can be transferred to the concept of resilience – “the ability [of a system] to cope with change”.

The group decided to work with developing a social media strategy, learning about storytelling methods and video communication techniques, to enhance the ability of the consultant group to reach their target group and to develop a new culture of communication with the public. This was tested developing a line of videos on social media using for example an Instagram account, which also covered the conference in Valga (using the hashtag #TLSvalga).


Valga, Estonia case (coordinated by Valga Town Government)

The case in Valga combined a Russian secondary school and an Estonian high school in the development of a course about sustainability with the aim to engage the students and give them an understanding of their own role and influence in relation to this. The course used experimenting, creative and student involving methods, getting the students to learn while they experimented and tried out different activities such as working with tastes in food, psychological mechanisms through the use of brain scanners and the production of their own materials such as 3D printing of cookie cutters. Moreover, the two schools worked together with the aim to create more interaction and cooperation between the schools to build intercultural bonds.

They created a pack of ready-to-use tasks for teachers and students using digital tools and opportunities on the Internet: e.g. blogs with educational literature and ready-to-use tasks, self-reflection questionnaires for teachers and students, photo and video material, reviews. They worked across school subjects like CLIL (Content and Language Integrated Learning), English, History, Chemistry, Physics, Russian and Estonian. Students collaborated during workshops creating items and studying new material together, discuss and do the practical tasks using the ready-to use tasks and digital tools.

Kristiansand, Norway case

The case in Kristiansand focused on a club or homework café developed as a special offer to unaccompanied minor refugees in Norway, as a cooperation between the Municipality of Kristiansand and volunteers from the Rotary clubs in Kristiansand. In the case the municipal employees and volunteers cooperated on developing processes for knowledge collection and transfer of learning inside the café organization.

They developed a film project about the homework café as a learning and reflection process about the social work that the volunteers do with the youth, the results it produce for the youth and clarifying and describing the informal work methods used. Both for the benefit of the people inside the café, and for the wider community in Kristiansand. They invited a film maker to make a video, where volunteers, employees and youth were interviewed about the work in the cafe, the experiences of it, the methods used, the relationships formed through the work and the results obtained for the youth.

The video from the case will be available on this page later.